CATHOLIC SECONDARY SCHOOLS ASSOCIATION 2010 TRIAL HIGHER SCHOOL CERTIFICATE EXAMINATION ENGLISH ADVANCED PAPER 2 - MARKING GUIDELINES OISOLAMER ‘Tha infcmaon corked in his docuent is itendd othe professionel asssarea of teaching set. Gos ot consul advice to sta. Fuhr it snot the ntentn of CSSA ‘rove specie making oucones 3 asia Tal HSC answers. Rate be pups Topo eacers wh romain tol ey can bt expr, ndeland end¢ Demonstrates perceptive understanding of the meanings derived from a pair of texts when considered together * Demonstrates insightful evaluation of the relationships between texts, contexts and values ¢ Evaluates with insight the ways language forms, features and structures of texts shape meaning and influence responses * Composes a sophisticated response using language appropriate to audience, purpose and form 17-20 ¢ Demonstrates effective understanding of the meanings derived from a pair of texts when considered together ¢ Demonstrates thoughtful evaluation of the relationships between texts, contexts and values « Evaluates effectively the ways language forms, features and structures of texts shape meaning and influence responses ¢ Composes an effective response using language appropriate to audience, purpose and form 13-16 * Demonstrates sound understanding of the meanings derived from a pair of texts when considered together + Demonstrates some evaluation of the relationships between texts, contexts and values ° Attempts to evaluate the ways language forms, features and structures of texts shape meaning and influence responses * Composes a sound response using language appropriate to audience, purpose and form 9-12 * Demonstrates limited understanding of the meanings derived from a pair of texts when considered together + Demonstrates limited understanding of the relationships between texts, contexts and values * Describes some language forms, features and structures of texts, demonstrating limited understanding of the ways they shape meaning and influence responses * Composes a response that makes some attempt to use language appropriate to audience, purpose and form 5-8 * Demonstrates elementary understanding of the meanings derived from a pair of texts when considered together * Demonstrates elementary understanding of the relationships between texts, contexts and values * Makes an elementary attempt, or no attempt, to describe language forms, features and structures of texts * Compose an elementary response that may use language inappropriate to audience, purpose and form; may be incomplete 1-4 ¢ _Non-attempt, virtual non-attempt, non-serious attempt 0 2 DISCLAIMER The infrmaton contained in is damn sted fr he professional asetanceof esting sla. does net censttte atic to sides. Further itis lhe renin of CSSA 1 prove seco making ticomes forall ossbie Tal HSC answers. Rear he puipse Iso prove teachers wi inlmetion so that they can beter explore, undettard and ‘apply HSC marking requemens, sesatished by be NSW Board Shades, Ne guarantee or warranly is med or imoted wih respect of epofcan or use of CSSA Masking Guidines in aon io any speci tial exam quesfon or ensue. The CSSA suis no by or respensbiiy far he aonzary, colores outurss of any Marking Gudea pode for fe ial HSC paces.Module B: Critical Study of Texts 20 marks Questions 3-9 n 3 — Shakespearean Drama: William Shakespeare, Hamlet n 4 ~ Prose Fiction m5 — Drama Question 6 — Film Question 7 — Poetry Question 8 Nonfiction; Essays Question 9 Nonfiction: Speeches Outcomes Assessed: HI, H2A, H3, H4, HS, H6, H7, H8, H10, Targeted Performance Bands: 2-6 Criteria Marks + Demonstrates perceptive and critical understanding of the ideas expressed in a text through insightful selection of textual detail * Evaluates skilfully the importance of language, content and construction in influencing responses and assigning value to a text © Composes a sophisticated discussion using language appropriate to audience, purpose and form 17-20 * Demonstrates effective understanding of the ideas expressed in a text through thoughtful selection of textual detail ¢ Evaluates effectively the importance of language, content and construction in influencing responses and assigning value to a text © Composes an effective discussion using language appropriate to audience, purpose and form 13-16 + Demonstrates sound understanding of the ideas expressed in a text through appropriate selection of textual detail © Attempts to evaluate how language, content and construction influence the ways a text is responded to and valued © Composes a sound discussion using language appropriate to audience, purpose and form Demonstrates limited understanding of the ideas expressed in a text, making some reference to textual detail © Describes how language, content and construction influence responses to a text © Composes a response that makes some attempt to use language appropriate to audience, purpose and form « Demonstrates elementary understanding of the ideas expressed in a text, making minimal textual reference * Makes an elementary attempt, or no attempt, to describe how language, content and construction influence responses to a text * Composes an elementary response that may use language inappropriate to audience, purpose and form; may be incomplete « Non-attempt, virtual non-attempt, non-serious attemptQuestion 9: History and Memory Outcomes Assessed: H1, H2, H2A, H3, H4, HS, H6, H7, H8, H10 Targeted Performance Bands: 2-6 Criteria Marks * Demonstrates perceptive understanding of the relationship between representation and meaning + Evaluates skilfully the influence of representation in shaping responses {o texts dealing with conflicting perspectives/history and memory © Composes a sophisticated response using language appropriate to audience, purpose and form 17-20 * Demonstrates effective understanding of the relationship between representation and meaning * Bvaluates effectively the influence of representation in shaping responses to texts dealing with conflicting perspectives/history and memory * Composes an effective response using language appropriate to audience, purpose and form 13-16 « Demonstrates sound understanding of the relationship between representation and meaning ‘* Demonstrates some evaluation of the influence of representation in shaping responses to texts dealing with conflicting perspectives/history and memory + Composes a sound response using language appropriate to audience, purpose and form 9-12 © Demonstrates limited understanding of the relationship between representation and meaning © Describes the representation of ideas in texts dealing with conflicting perspectives/history and memory © Composes a response that makes some attempt to use language appropriate to audience, purpose and form 5-8 * Demonstrates elementary understanding of the relationship between representation and meaning * Makes an elementary attempt to describe the representation of ideas in texts dealing with conflicting perspectives/history and memory * Composes an elementary response that makes a limited attempt to use language appropriate to audience, purpose and form; may be incomplete 1-4 *_Non-attempt, virtual non-attempt, non-serious attempt 0 4 DISCLAIMER ‘The infermaton contained in his docu is tended fox the professionel asistanc of teaching sift. t doesnot cnstule ace fo tues Fhe itis nck eitenon of CSSA. to prove specie marking oulcors for al pons Tit HSC anewers. Rather the pupose iso provide leachers wih ifcmaion so that hey can bell expore,undestand and ‘apaly HSC marking requtements, 2 eslalished ty the NSW Board of States. "No guaraniee or waranty is mae or imped wih espe to the epgicaton cr use of CSA Marking Guidelines in relation to any specif il exam question ox answer. The CSSA sesumes no bit or esprit forthe accuracy, compltenesso: wetness of ary Marking Guidlines proved for he Tal HEC pages,Centre Number & Student Number CATHOLIC SECONDARY SCHOOLS ASSOCIATION OF NEW SOUTH WALES 2010 TRIAL HIGHER SCHOOL CERTIFICATE EXAMINATION English (Advanced) Paper 2 — Modules Morning Session Tuesday 3 August 2010 Total marks — 60 Pages 2-4 General Instructions 20 marks | © Attempt EITHER Question 1 OR Question 2 © Reading time ~ 5 minutes © Allow about 40 minutes for this section © Working time —2 hours Pages 5-9 © Write using blue or black pen “ 20 marks ° Wirte your Contre Number and © Attempt ONE question from Questions 3-9 P ¢ Allow about 40 minutes for this section Pages 10-11 20 marks © Attempt EITHER Question 10 OR Question! 1 * Allow about 40 minutes for this section this pageAllow about 40 minutes for this section Answer the question in a SEPARATE writing booklet In your answer you will be assessed on how well you: " demonstrate understanding of the meanings of a pair of texts when considered together "evaluate the relationships between texts and contexts * organise, develop and express ideas using language appropriate to audience, purpose and form Question 1 ~ Elective 1: Exploring Connections (20 marks) Connections enrich understanding in the pairs of texts set for study. To what extent is this made evident in the texts you have studied? The prescribed texts are: © Shakespearean Drama and Film — William Shakespeare, King Richard IT ~ Al Pacino, Looking for Richard OR * Prose Fiction and Poetry ~ Patrick White, The Aunt’s Story — Rosemary Dobson, Selected Poems * Young Girl at a Window * Chance Met * Landscape in Italy * Azay-le-Rideau * The Rape of Europa * Romantic * Primitive Painters OR Question 1 continues on page 3Question 1 (continued) Prose Fiction and Nonfiction ~ Jane Austen, Pride and Prejudice ~ Fay Weldon, Letters to Alice on First Reading Jane Austen OR e Poetry and Drama — John Donne, Selected Poetry * Death be not proud * This is my playes last scene * At the round earths imagin'd corners blow * If poisonous minerals * Hymne to God my God, in my sicknesse * A Valediction: forbidding mourning * The Apparition * The Relique * The Sunne Rising — Margaret Edson, #32 End of Question 1= organise, develop and express ideas using language appropriate to audience, purpose and form Question 2 — Elective 2: Texts in Time (20 marks) Past speaks to future in the pairs of texts set for study. To what extent is this made evident in the texts that you have studied? The prescribed texts are: © Prose Fiction and Film — Mary Shelley, Frankenstein — Ridley Scott, Blade Runner (Director's Cut) or (Final Cut) OR + Prose Fiction and Poetry ~ F Scott Fitzgerald, The Great Gatsby ~ Elizabeth Barrett Browning, Aurora Leigh and Other Poems * Sonnets J, XII, XIV, XXI, XU, XXVII, XXX, XLII OR © Dramaand Nonfiction — Edward Albee, Who's Afraid of Virginia Woolf ~ Virginia Woolf, A Room of One's OwnSection If — Module B: Critical Study of Texts 20 marks Attempt ONE question from Questions 3-9 Allow about 40 minutes for this section Answer the question in a SEPARATE writing booklet In your answer you will be assessed on how well you: = demonstrate an informed understanding of the ideas expressed in the text * evaluate the text’s language, content and construction * organise, develop and express ideas using language appropriate to audience, purpose and form Question 3 — Shakespearean Drama - William Shakespeare, Hamlet (20 marks) Hamlet is a valued text because it explores challenging ideas of love and rivalry. Discuss this statement in light of your understanding of William Shakespeare’s Hamlet. In your response, make detailed reference to the play. Question 4 — Prose Fiction (20 marks) (a) Michael Ondaatje, In the Skin of a Lion In the Skin of a Lion is a valued text because it explores challenging ideas of work and survival. Discuss this statement in light of your understanding of Michael Ondaatje’s Jn the Skin of a Lion. In your response, make detailed reference to the novel. OR* organise, develop and express ideas using language appropriate to audience, purpose and form Question 4 (continued) (b) Tim Winton, Cloudstreet Cloudstreet is a valued text because it explores challenging ideas of resilience and healing, Discuss this statement in light of your understanding of Tim Winton’s Cloudstreet. In your response, make detailed reference to the novel. OR (©) Gail Jones, Sixty Lights Sixty Lights is a valued text because it explores challenging ideas of image and individual experience. Discuss this statement in light of your understanding of Gail Jones” Sixty Lights. In your response, make detailed reference to the novel. OR (@) Charlotte Bronte, Jane Eyre Jane Eyre is a valued text because it explores challenging ideas of integrity and passion. Discuss this statement in light of your understanding of Charlotte Bronte’s Jane Eyre. In your response, make detailed reference to the novel. End of Question 4Question 5 — Drama - Henrik Ibsen, A Doll’s House (20 marks) A Doll's House is a valued text because it explores challenging ideas of conformity and rebellion. Discuss this statement in light of your understanding of Henrik Ibsen’s 4 Doll’s House. In your response, make detailed reference to the play. Question 6 — Film - Orson Welles, Citizen Kane (20 marks) Citizen Kane is a valued text because it explores challenging ideas of power and vulnerability. Discuss this statement in light of your understanding of Orson Welles’ Citizen Kane. In your response, make detailed reference to the film. Question 7 — Poetry (20 marks) (2) William Butler Yeats, WB Yeats: Poems selected by Seamus Heaney ‘Yeats’ poems are valued texts because they explore challenging ideas of longing and regret. Discuss this statement in light of your understanding of the poetry of W.B. Yeats. In your answer, make detailed reference to THREE of the poems set for study. The prescribed poems are: ~ William Butler Yeats, WB Yeats: Poems selected by Seamus Heaney * An Irish Airman * When You Are Old * Among School Children * The Wild Swans at Coole * Leda and the Swan * The Second Coming * Easter 1916 OR= organise, develop and express ideas using language appropriate to audience, purpose and form Question 7 (continued) (b) Gwen Harwood, Selected Poems Harwood’s poems are valued texts because they explore challenging ideas of nostalgia and mortality. Discuss this statement in light of your understanding of the poetry of Gwen Harwood. In your answer, make detailed reference to THREE of the poems set for study. The prescribed poems are: ~ Gwen Harwood, Selected Poems * Father and Child (Parts I and I) * The Violets * At Mornington * A Valediction * Triste Triste * The Sharpness of Death * Mother Who Gave me Life OR (c) Kenneth Slessor, Selected Poems Slessor’s poems are valued texts because they explore challenging ideas of time and loss. Discuss this statement in light of your understanding of the poetry of Kenneth Slessor. In your answer, make detailed reference to THREE of the poems set for study. The prescribed poems are: — Kenneth Slessor, Selected Poems * Out of Time * Five Bells * Sleep * Five Visions of Captain Cook * Sensuality * Elegy in A Botanical Garden * Beach Burial End of Question 7 8Question 8 — Nonfiction: Essays (20 marks) Orwell’s essays are valued texts because they explore challenging ideas of provocation and oppression. Discuss this statement in light of your understanding of the essays of George Orwell. In your answer, make detailed reference to THREE of the essays set for study. The prescribed essays are: * Why I Write * Notes on Nationalism * Good Bad Books * The Sporting Spirit * Politics and the English Language * Writers and Leviathan Question 9 — Nonfiction: Speeches (20 marks) The speeches set for study are valued texts because they explore challenging ideas of vision and experience Discuss this statement in the light of your understanding of the prescribed speeches. In your answer, make detailed reference to THREE of the speeches set for study The prescribed speeches are: * Margaret Atwood — Spotty-Handed Villainesses, 1994 * Paul Keating - Funeral Service of the Unknown Australian Soldier, 1993 * Noel Pearson ~ An Australian History for Us All, 1996 * Aung San Suu Kyi ~ Keynote Address at the Beijing World Conference on Women, 1995 * Faith Bandler — Faith, Hope and Reconciliation, 1999 * William Deane — It is Still Winter at Home, 1999 * Anwar Sadat — Speech to the Israeli Knesset, 1977Allow about 40 minutes for this section Answer the question in a SEPARATE writing booklet In your answer you will be assessed on how welll you: = demonstrate understanding of and evaluate the relationship between representation and meaning = organise, develop and express ideas using language appropriate to audience, purpose and form Question 10 — Elective 1: Conflicting Perspectives (20 marks) Passionate convictions, articulating opposing views, are presented in texts you have studied. How effectively has your response been manipulated by the representation of these views? In your answer, refer to your prescribed text and at least ONE other related text of your own choosing. The prescribed texts are: e Shakespearean Drama = — William Shakespeare, Julius Caesar * Prose Fiction David Guterson, Snow Falling on Cedars e Drama Peter Whelan, The Herbal Bed * Film Barry Levinson, Wag the Dog © Poetry Ted Hughes, Birthday Letters * Fulbright Scholars * The Shot * The Minotaur * Sam * Your Paris * Red ¢ Nonfiction Geoffrey Robertson, The Justice Game * The Trials of Oz * Michael X on Death Row * "The Romans in Britain’ The Prisoner of Venda Show Trials Diana in the Dock: Does Privacy Matter? Afterword: The Justice Game 10Question 11 — Elective 2: History and Memory (20 marks) Deliberate selection from recollection and fact is often represented in texts you have studied. How effectively has your response been manipulated by the representation of such selection? In your response, refer to your prescribed text and at least ONE other related text of your own choosing. ‘The prescribed texts are: * Prose Fiction — Maxine Hong Kingston, The Woman Warrior: Memoirs of a Girthood Among Ghosts OR — Peter Carey, The True History of the Kelly Gang ° Film — Stephen Frears, The Queen ° Poetry — Denise Levertov, Selected Poems * Ways of Conquest * Don’t You Hear That Whistle Blowin’ ... * In Thai Bink (Peace) Province * A Time Past * Libation * A Letter to Marek About a Photograph * The Pilots ¢ Nonfiction or Multimedia ~ Mark Raphael Baker, The Fiftieth Gate OR ~ Smithsonian National Museum of American History — September I1 website, http://americanhistory.siedu/septemberl 1/ End of paperPamela Nutt (Convenor) Catherine Anderson Nicole Archard Darren Barker Pauline Byrne Loma Ciesiolka Marian Henry Katherina Lathouras Dougal Parsons Alistair Symons EXAMINERS PLC Sydney, Croydon St Patrick’s College, Strathfield Kincoppal-Rose Bay, School of the Sacred Heart OLMC, Parramatta Educational Consultant Educational Consultant Marist College, Pagewood Knox Grammar School, Wahroonga Tara Anglican School for Girls, North Parramatta ‘Mount St Joseph, Milperra